• Korean Journal of Childcare and Education
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• v.15 no.1
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• pp.1-14
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• 2019

Objective: This study examined the effects of mothers' reactions to children's negative emotions on the children's social power through children's emotional regulation ability. Methods: A total of 339 four-year and five- year old preschoolers, and their mother and teachers in Seoul and Gyeongi participated in the study. Data were analyzed by path analysis using AMOS 21.0 program. Results: The results were as follows: First, mothers' reactions to children's negative emotions were significantly related to children's emotional regulation ability and social power. Also, children's emotional regulation ability was significantly associated with children's social power. Second, mothers' reactions to children's negative emotions had indirect effects on social power - prosocial leadership and social dominance-through children's emotional regulation ability. Conclusion/Implications: The results of this study revealed the mediating role of children's emotional regulation ability between mothers' reactions to children's negative emotions and children's social power. Also, these findings will be helpful in order to understand children's social power and to develop parent education programs.

• Korean Journal of Childcare and Education
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• v.15 no.5
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• pp.47-68
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• 2019

Objective: The purpose of this study was to investigate the relationships between young children's temperament, emotional regulation ability and mother's parenting sense of competence. Methods: The participants were comprised of 315 young children who attend a kindergarten or day care center and their mothers from Seoul, Inchon, and Gyeonggi-do Province. They completed questionnaires on temperament, emotion regulation ability, and parenting sense of competence. The data were analyzed by frequency analysis, Cronbach's ${\alpha}$, Pearson's correlation coefficients, and multiple regression analysis. Results: It was observed that young children's regularity/adaptability was positively correlated with sense of competence as a parent and young children's emotional regulation. Young children's regularity/adaptability was negatively correlated with dissatisfaction as a parent and young children's emotional instability/negativity. Sense of competence as a parent was positively correlated with young children's emotional regulation and negatively correlated with young children's emotional instability/negativity. In addition, it was further found that the mother's parenting sense of competence tended to play a perfectly/partially mediating role between young children's temperament and young children's emotional regulation ability respectively. Conclusion/Implications: These results clearly indicated that parenting sense of competence plays a crucial role between young children's temperament and emotional regulation.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.5
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• pp.1252-1264
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• 2015

This study examined the moderating and mediating effects of teacher-child conflict relationship among child's language ability, emotional regulation and peer victimization. The participants were 152 children(77 boys, 75 girls) and 14 preschool teachers. The teachers completed rating scales to measure the child's emotional regulation, peer victimization and teacher-child relationship. Child's language ability was assessed by researcher using PRES(Preschool Receptive-Expressive Language Scale). The collected data were analyzed using Pearson correlations and hierarchical multiple regressions. Results showed that peer victimization was related to child's language ability, emotional regulation and teacher-child relationship. Hierarchical aggression analysis indicated that the interaction of child's receptive language ability and teacher-child conflict relationship predicated peer victimization. Child's language ability, whose demonstrated a lower teacher-child conflict relationship, was significantly with peer victimization. In addition, the association between a child's emotional regulation and peer victimization was partially mediated by teacher-child conflict relationship.

• Journal of the Korean Home Economics Association
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• v.48 no.7
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• pp.15-22
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• 2010

The purpose of the present study was to examine whether relational aggression was distinct from physical aggression in young children. Moreover, the association between emotional regulation, verbal ability, maternal love withdrawal and relational aggression were investigated. Participants were 3 year old 356 children recruited from middle income families. Children's verbal ability was assessed by interview and teachers' measurement of emotional regulation and relational aggression. The results presented that confirmatory factor analysis confirmed a 2-factor model. Emotional regulation, verbal ability, and maternal love withdrawal were significant predictors of relational aggression.

• Journal of Korean society of Dental Hygiene
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• v.24 no.2
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• pp.187-195
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• 2024

Objectives: This study aimed to explore ways to improve the level of positive psychological capital of dental hygiene students. After comparing the levels of positive psychological capital, social support, and emotional regulation ability of dental hygiene students and identifying correlations, the sub-factors of social support and emotional regulation ability that affect positive psychological capital were identified. Methods: A survey of 70 questions was conducted targeting 310 dental hygiene students in Gyeonggi-do and Chungcheong-do. The results were subjected to exploratory factor analysis, frequency analysis, t-test, one-way ANOVA, correlation analysis, and multiple regression analysis using the PASW statistics 18.0 program. Results: The level of positive psychological capital was high when students had high grades and perceived positive relationships with professors and peers (p<0.001). Factors highly correlated with positive psychological capital include 'self-emotional regulation ability' among 'emotion regulation abilities' (r=0.665, p<0.001), and 'emotional support related to daily life' recognized 'social support' (r=0.635, p<0.001), followed by 'social support' (r=0.602, p<0.001). Factors affecting positive psychological capital include 'self-emotion recognized ability' (β=0.377, p<0.001), 'quality of professor relationship' (β=0.201, p<0.001), and 'emotion control ability'. Among 'social support', 'emotional support related to daily life' (β=0.201, p=0.003) and 'grades' (β=0.159, p<0.001), and among 'social support', 'social-related support' (β=0.149, p=0.016), followed by 'grade' (β=0.076, p=0.043) were identified. Conclusions: To improve the positive psychological capital of dental hygiene students, efforts should be made to improve self-emotion regulation ability, professor relationships, emotional support related to daily life, and social support.

• Journal of Distribution Science
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• v.17 no.8
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• pp.107-118
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• 2019

Purpose - The present study examines the effect of service employees' experienced customer incivility through their emotional exhaustion. We identified service employees' emotion regulation ability as a boundary condition (i.e., moderating variable) that decreased the positive relationship between service employees' experienced customer incivility and their emotional exhaustion. Furthermore, we also investigated the negative relationship between service employees' experienced customer incivility and their service performance via emotional exhaustion. Research design, data, and methodology - Drawing on AET (affective event theory) and COR (conservation of resources) theory, we developed three research hypotheses (i.e., mediation, moderation, and moderated mediation). Online panel survey data from 552 frontline employees at several service organizations (e.g., department stores, retail stores, hotels, restaurants, airlines, banking, insurance company, and etc) in South Korea were examined. To assess two types of validity (i.e., convergent and discriminant validity) and reliability of measurement model, we employed the CFA (confirmatory factor analysis) using M-plus 8.2 software. Internal consistency also was tested by Cronbach' α. In addition, we employed the SPSS PROCESS MACRO 2.16, which was recommended by Hayes (2013, 2015), to estimate mediation, moderation, and moderated mediation effects. Results - As predicted, the negative relationship between service employees' experienced customer incivility and their service performance was mediated by emotional exhaustion. Furthermore, service employees' emotion regulation ability also played a significant moderating role of the relationship between service employees' experienced customer incivility and emotional exhaustion, such that this relationship was less pronounced when service employees had a high level of their emotion regulation ability than when thir emotion regulation ability was low. Service employees' emotion regulation ability further moderated this mediation effect of service employees' experienced customer incivility on service performance through emotional exhaustion. These findings have theoretical implications for employees' experienced customer incivility and emotion regulation ability research and provide managerial implications for practitioners. Conclusions - This study empirically elaborated the previous model of service employees' experienced customer incivility and personal resource (e.g., emotion regulation ability) literature by presenting the findings that service employees' experienced customer incivility influences their service performance via emotional exhaustion and that emotion regulation ability effectively reduces this negative effect.

• Korean Journal of Child Studies
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• v.37 no.4
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• pp.1-15
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• 2016

Objective: The purpose of this study was to explore the influences of maternal attitude toward child emotional expressiveness, young child attachment stability, and emotion regulation ability on problematic behaviors. The participants of this study consisted of 279 children (age 5), and their mothers, and 48 teachers. Methods: The data was analyzed by means of t -test, Pearson correlation, confirmatory factor analysis, and SEM analyses. Results and Conclusion: The major findings were as follows. First, higher maternal attitude toward child emotional expressiveness was associated with better child attachment stability. Second, higher child attachment stability was associated with better child emotion regulation at home and lower problematic behavior. Third, higher child emotion regulation at home and in the classroom was associated with lower problematic behavior. Fourth, maternal attitudes toward child emotional expressiveness directly impacted levels of problematic behavior. Fifth, child emotional regulation fully mediated the effect of attachment stability on problematic behavior.

• Journal of Families and Better Life
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• v.31 no.3
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• pp.49-62
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• 2013

The purpose of this study was to investigate the emotional ability between abused children and general children by comparing their emotional intelligence and emotional control. Participants were 17 abused children who had been separated from their abusers and 17 general children, all elementary school students. The answers to the questionnaire items on emotional intelligence and situations of emotional motivation were analyzed by Mann-Whitney U as a study tool. The results of this study were as follows: First, the difference of emotional intelligence between abused children and general children was statistically significant. Abused children received lower scores than general children when it came to their emotional recognition, emotional expression, empathy, and emotional regulation as a subordinate scope of emotional intelligence. Second, the difference of emotional regulation strategy between abused children and general children was statistically significant. Abused children presented negative responses and less frequently used positive strategy, inhibitory avoidance strategy and alternative strategy than general children. Third, the difference of emotional regulation motivation between abused children and general children was statistically significant. Abused children presented less prosocial motivation, motivation of self-preservation and normative motivation than general children.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.12
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• pp.586-594
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• 2020

This study examined the effect of self-esteem of pre-infant teachers on self-elasticity, emotional regulation, and empathy. The subjects of this study were 230 university students from W University's Early Childhood Education Department in location I. The data were analyzed using SPSS 24.0. In addition, in each sub-variable, self-elasticity was found to have the greatest positive correlation with positivity, emotional regulation ability with self-emotional regulation ability, and empathy ability with cognitive empathy ability. Second, self-esteem had a significant positive effect on self-elasticity, and among the sub-variables, this study found that general self-concept, self-responsibility, and personal integrity in order were important determinants. Third, self-esteem has an influence on personal integrity in emotional regulation ability. Fourth, as for the effect of self-esteem on empathy ability, it was found that self-assertion had a significant and positive effect on empathy ability. These research results have led to re-awareness of the importance of pre-service early childhood teachers' self-esteem, suggesting that research on various educational activities that can improve self-esteem in the curriculum is needed.

• Korean Journal of Child Studies
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• v.20 no.1
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• pp.3-14
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• 1999

Seven textbooks for children used in homes and schools (sudangs) of the Chosun dynasty were examined to investigate how they taught emotional intelligence in traditional Korean society. The contents of the books were analyzed according to the 4 abilities of emotional intelligence described by Salovey and Mayer (1966): (1) perception, appraisal, and expression of emotion, (2) emotion's facilitation of thinking, (3) understanding and analyzing emotions, and (4) regulation of emotion to promote emotional and intellectual growth. The analysis showed that most of the books valued emotional intelligence and taught children how they perceive, appraise, and express emotions. The emotional ability to facilitate thinking was also emphasized, whereas the ability to understand and analyze emotions was seldom mentioned. It was also found that the regulation of emotion was emphasized; that is, children were educated to control and depress their emotions rather than to express them naturally.